• Student Support Teams (SST)


    Your child’s school is committed to providing high-quality instruction and support to promote the highest achievement of all students. Educators understand the importance of creating an environment of rigorous learning opportunities in every classroom.  The state’s focus is on prevention and using evidence-based practices to make decisions that support the unique needs of children.  This process of identifying students who need support to improve learning and behavioral outcomes is called Georgia’s Tiered System of Supports for Students.  The framework has been nationally vetted and aligned with the Multi-Tiered System of Supports (MTSS) framework. This framework also helps educators by providing information (data) to identify students needing additional support (academic and behavioral) and also identify students who may need special education. Adjustments to instruction and interventions are based on students’ performance and rate of success.

     

    What is Response to Intervention?

    • Response to Intervention (RtI) is the practice of using data to help educators match the correct level of support to what students need.
    • Educators monitor student Response to Intervention to find out what works,

    What are the key components of a Multi-Tiered System of Support?

    • High-quality instruction;
    • Universal screening to identify students needing supplemental support;
    • Utilize multiple tiers of academic and behavioral support that are progressively more intensive;
    • Evidence-based interventions matched to student need; and
    • Ongoing progress monitoring of student performance (RtI).

    What are tiered supports?

    A Multi-Tiered System of Supports organizes instruction and intervention into tiers, or levels of support:

    • Tier 1: The Whole Class. – All students are taught with methods that research has shown to be effective.  All students are screened to see who is and isn’t responding to these strategies.  Kids may be broken into small groups that address different strengths and areas of need.
    • Tier 2: Small Group Interventions. –   In addition to Tier 1, students needing more support can receive more targeted support in small group interventions.  The scheduling of these interventions is important.  The goal is to keep students from missing any core instruction or other Tier 1 activities that might make it harder to catch up.
    • Tier 3: Intensive, Individualized Support. – In addition to Tiers 1 and 2, students receiving Tier 3 intervention receive the most intensive supports based on individual need. These break-out groups are smaller than in Tier 2 and the sessions last longer and are more narrowly focused. 

    How does the school identify and support students?

    • During the year, schools screen all students to see which students are meeting grade level standards and which students need additional support.
    • For the students needing more support, a school-based team uses a problem-solving process to plan interventions and monitor progress (Tiers 2 and 3)
    • Tier 2 small-group problem-solving teams may include principals, educators, school counselors, school psychologists, school social workers, instructional coaches, intervention specialists and parents.
    • Tier 3 individual problem-solving teams should include parents and staff knowledgeable about the student, grade-level expectations and the problem-solving process.
    • At Tier 3, individual diagnostic assessments may be administered to help plan the intervention.
    • Parents are not required to attend problem-solving meetings, but must be given opportunities to participate in problem-solving for their child.

    What can I expect from schools using a Multi-Tiered System of Supports?

    • Information on my child’s progress in meeting grade-level standards;
    • Notice of academic or behavior concerns (early identification);
    • Instruction and intervention that is matched to my child’s needs;
    • Feedback on how my child is responding and making progress; and
    • Involvement in individual, data-based problem solving for my child. 

    Who do I contact if my child is struggling and needs help?

    Contact your child’s educator, the school administrator or the school counselor with your concerns.

     

    SST Resources:

    Georgia Board of Education SST Rule

     

     

    For information regarding Student Support Teams (SST), please contact:

    Kerri Longmire

    klongmire@gcbe.org

    (706) 629-7366 Ext. 8103